Holistic feedback approach with video and peer discussion under teacher supervision

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Title: Holistic feedback approach with video and peer discussion under teacher supervision
Author(s): Hunukumbure, AK
Smith, S
Das, S
Item Type: Journal Article
Abstract: Background High quality feedback is vital to learning in medical education but many students and teachers have expressed dissatisfaction on current feedback practices. Lack of teachers’ insight into students’ feedback requirements may be a key, which might be addressed by giving control to the students with student led feedback practices. The conceptual framework was built on three dimensions of learning theory by Illeris and Vygotsky’s zone of proximal development and scaffolding. We introduced a feedback session with self-reflection and peer feedback in the form of open discussion on video-recorded student performances under teacher’s guidance. The aims of this qualitative study were to explore students’ perception on this holistic feedback approach and to investigate ways of maximising effective feedback and learning. Methods Semi-structured interviews were used to gather data which were evaluated using a thematic analytical approach. The participants were third year medical students of Imperial College London on clinical placements at Hillingdon Hospital. Results Video based self-reflection helped some students to identify mistakes in communication and technical skills of which they were unaware prior to the session. Those who were new to video feedback found their expected self-image different to that of their actual image on video, leading to some distress. However many also identified that mistakes were not unique to themselves through peer videos and learnt from both model performances and from each other’s mistakes. Balancing honest feedback with empathy was a challenge for many during peer discussion. The teacher played a vital role in making the session a success by providing guidance and a supportive environment. Conclusions This study has demonstrated many potential benefits of this holistic feedback approach with video based self-reflection and peer discussion with students engaging at a deeper cognitive level than the standard descriptive feedback.
Publication Date: 29-Sep-2017
Date of Acceptance: 19-Sep-2017
URI: http://hdl.handle.net/10044/1/51050
DOI: https://dx.doi.org/10.1186/s12909-017-1017-x
ISSN: 1472-6920
Publisher: BioMed Central
Journal / Book Title: BMC Medical Education
Volume: 17
Copyright Statement: © The Author(s). 2017 Open Access This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.
Keywords: 1302 Curriculum And Pedagogy
1117 Public Health And Health Services
Medical Informatics
Publication Status: Published
Article Number: 179
Appears in Collections:National Heart and Lung Institute
Faculty of Medicine

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